CONTENTS

Background 1 Key Elements of an Effective Coaching Programme in a Secondary School or Club 2

Key Element 1: Appoint a Coaching Coordinator 3

Coaching Coordinator Job Description 4

Key Element 2: Select Team Coaches 5

Key Element 3: Determine a Season Focus 6

Key Element 4: Design and Adopt a Coaching Plan 7

Sample Coaching Plan 8

Key Element 5: Design and Utilise Practice Plans 9

What is a Practice Plan? 9

What Should be Included in a Practice Plan? 9 Sample Practice Session Plan 12

Example: Net Sessions 13

Making the Most of a Net Session 15

Coaching The Basics 16 How Effective is a Practice Plan? What is the Value of Different

Types of Practices? 17

Key Element 6: Cope with Practice Constraints 19

Key Element 7: Measure Players Practice Performances 25

Selling the Concept The Necessity of Coaching and Practice Plans 26 Sample Coaching and Practice Improvement Invitation 27

Sample Coaching and Practice Improvement Acknowledgement 28

First Coach Education Workshop 29

First Coaching Grant Instalment Letter 30

Coaching and Practice Programme Review 31 Coaching Resources 32 Appendix 1: Sample Practice Plan Format 33 Appendix 2: Sample Alternative Practice Plan Format 34 Appendix 3: Example Alternative Practice Plan 35 Appendix 3: Warm-Ups: Practices and Matches 36 Appendix 4: Skill Development Possible Skills Drills 38

1

COACHING AND PRACTICE PLANS: IMPLEMENTING AN EFFECTIVE COACHING PROGRAMME IN SECONDARY SCHOOLS AND

CRICKET CLUBS

BACKGROUND

The implementation of the Community Cricket Initiatives into secondary schools and clubs has the Community Cricket Coordinators involved in undertaking School Support: Health Checks or Club Assist: Health Checks to review their policies, programmes, procedures and performance. The results of these checks reveal that many secondary schools and clubs do not have structured coaching programmes, or organised and effective practices. Indeed, they highlight the need for many secondary schools and clubs to urgently improve their COACHING PROGRAMMES and the quality of their CRICKET PRACTICES if they hope to attract, develop and keep players.

It seems that most secondary schools and clubs have one or two practice sessions a week. Each of these tends to be from 90-120 minutes in duration. Traditionally, such cricket practice sessions have been have a bat, have a bowl, have a chat and go home. Clearly, this is only partly effective.

To be effective, practice sessions need to form part of a coordinated COACHING PLAN, and be well planned, well organised and well run. Each session must have objectives and a structure, be varied and challenging, create match-like scenarios and encourage decision making, and allow all players to get something out of it to improve their own game. In this way players will develop, enjoy practice and look forward to attending the next session.

Too many coaches make the mistake of showing up for the first practice with no particular plan in mind. These coaches frequently find that their practices are disorganised, their players are inattentive and the extent of their skill development is limited. Planning is crucial to successful coaching.

This resource booklet is designed to assist secondary school and club coaches:

1. To formulate a COACHING PLAN.

2. To compile PRACTICE PLANS that will improve the quality of their coaching programmes.

3. To allow COMMUNITY CRICKET COORDINATORS to set up effective DELIVERY STRUCTURES that will assist secondary school and club coaches to share ideas and access current coaching information and, where appropriate, will provide funding support to those secondary schools and clubs keen to improve their coaching programmes and practices.

The standard and success of a schools sports programme is largely determined by the quality and relevance of the coaching that occurs within it. Developing suitably qualified coaches working within sustainable and effective coaching structures therefore must be a priority.

[Tim Kotzur, Key Elements of an Effective Coaching Structure for Schools, in The Sport Educator, 11 [3], p18]

You may be the type of coach that can organise a practice off the top of your head and accomplish what you want in the desired time. For the other 99.8% of us a practice plan is a critical part of a successful practice. It may be written out on a napkin or your work stationary, it really doesnt matter as long as it gives you enough detail to allow you to move through your practice in a structured and organised manner.

[American Baseball Coach]

2

KEY ELEMENTS OF AN EFFECTIVE COACHING PROGRAMME IN A SECONDARY SCHOOL or CLUB

Each of these key elements is crucial to the development of an effective, coordinated coaching programme within a secondary school or club. When in place they provide:

1. COACHES with a focus and strong support framework

2. PLAYERS with direction and the purpose to improve or develop their skills, game sense and teamwork

3. SECONDARY SCHOOLS and CLUBS with a well planned, organised and managed coaching structure that enhances their profile and acts as a significant recruitment and retention strategy for them and the game.

KEY ELEMENTS OF AN EFFECTIVE

COACHING PROGRAMME

APPOINT A COACHING

COORDINATOR

COPE WITH PRACTICE

CONSTRAINTS

DESIGN and UTILISE

PRACTICE PLANS

DETERMINE A SEASON FOCUS

SELECT TEAM COACHES

DESIGN and ADOPT A

COACHING PLAN

MEASURE PLAYERS PRACTICE

PERFORMANCES

3

KEY ELEMENT 1: APPOINT A COACHING COORDINATOR

One of the main elements in establishing an effective coaching programme is to appoint a COACHING COORDINATOR or DIRECTOR. His/her primary responsibility should be to provide leadership and direction for the coaches and players involved in cricket in the secondary school or club. They must set and be seen to be setting high standards, and promoting best practice among coaches.

One of their major tasks is to work closely with the Teacher-in-Charge of Cricket or Club Chairman to establish a SEASON FOCUS, develop a coordinated COACHING PLAN for the secondary school or club, and to assist in designing varied and challenging practice sessions. Another key task is to make the job of the cricket coaches easier through the efficient organisation and management of the coaching programme by ensuring all coaches are aware of their roles, the standards and expectations of the secondary school or club, have opportunities to share experience, swap ideas and receive current coaching information, and have access to facilities and equipment, especially cricket balls, so they can run quality practices.

REMEMBER

Perfect practice makes perfect.

Failure to prepare is preparing to fail.

4

COACHING COORDINATOR JOB DESCRIPTION

The Coaching Coordinator is directly responsible to the Cricket Club Chairman or Teacher-in-Charge of Cricket

KEY TASKS 1. To promote an awareness and interest in cricket and enhance the profile of

the game within the xxxx secondary school or cricket club and its community

2. To increase participation by widening the base of playing numbers

3. To provide coaching opportunities to all players

4. To design a coaching plan and deliver a quality coaching programme in order to attract, develop and keep an ongoing supply of cricketers

5. To develop a wide and informed base of coaches

6. To assist select team coaches, organise regular meetings to provide them with educative opportunities to share ideas and access up-to-date coaching information, and help them develop appropriate practice plans to ensure quality practice sessions

7. To establish an effective talent identification programme with a view to identifying and developing potentially elite cricketers

8. To implement the delivery of umpiring, scoring, statistical analysis, including key performance indicators [KPIs], and leadership/captaincy modules as integral components of the game

9. To develop and maintain a sound administrative and physical infrastructure within the xxxx secondary school or cricket club, including an accurate database of players, teams and coaches, and the provision of adequate facilities and equipment, to allow the effective coaching and managing of all teams

10. To liaise closely with the Cricket Club Chairman or Teacherin-Charge of Cricket, team coaches and captains, and between the xxxx secondary school or cricket club and the xxxx Cricket Associations Community Cricket Coordinator and/or coaching and development personnel

11. To report regularly as required to the Cricket Club Chairman or Teacherin-Charge of Cricket

5

KEY ELEMENT 2: SELECT TEAM COACHES

Selecting appropriate coaches and MATCHING them to the right team is also an important part of developing an effective coaching programme. This is an important role of the Coaching Coordinator in close consultation with the Teacher-in-Charge of Cricket or the Club Chairman. Coaches need to be suitably matched in terms of their qualifications, expertise, energy and experience with the age, abilities and interests of the players in a team. Having the right coach for each team is crucial to the ability of specific teams to fulfil their potential and ensures that the programme heads in the right direction.

Knowledge and understanding of the game are certainly important qualities to look for in a coach, as are the ability to relate to players, to inspire and enthuse, to adapt the intensity of coaching to the level and ability of the team, and have people management and organisational skills when matching coaches with teams. Some coaches are better suited to coaching junior teams, while others have attributes that make them better suited to senior teams.

At the junior level, the coaching emphasis should be on basic SKILL DEVELOPMENT and ACTIVE INVOLVEMENT to encourage interest, enjoyment, teamwork and the development of a POSITIVE ATTITUDE to the game. While at the 1st XI or senior level the coaching focus is more on REPETITION to build concentration and confidence, on developing each players PHYSICAL, TECHNICAL, MENTAL and TACTICAL SKILLS, and on motivating players and the team to achieve peak individual and team PERFORMANCES through GOAL SETTING and GETTING.

6

KEY ELEMENT 3: DETERMINE A SEASON FOCUS

An effective coaching programme needs to focus on the big picture. Adopting a coordinated SEASON FOCUS and developing a COACHING PLAN help to achieve this.

Perhaps the best way to determine a SEASON FOCUS and to set SEASON GOALS is to hold a pre-season meeting of all coaches chaired by the Teacher-in-Charge of Cricket or the Club Chairman and/or the Coaching Coordinator. This gives all coaches the opportunity to have an input into the broad vision and direction for the season. The meeting also provides an opportune time:

To discuss and formulate POLICIES and/or PROCEDURES To contribute to the COACHING PLAN To discuss TEAM SELECTIONS To establish a schedule for the use of practice FACILITIES To ascertain EQUIPMENT needs

Giving all coaches a collaborative say makes them feel valued, builds loyalty to the programme and gives them a sense of ownership over what they are doing. It also keeps them informed and allows coaches of all levels to get together to share experience, swap ideas, gain knowledge and update skills.

Regular follow-up meetings organised and run by the Coaching Coordinator for coaches during the season enables them to evaluate the coaching programme and make any necessary changes. It also provides the chance for coaches to access information on coach education courses and to receive coaching in-service or professional development.

7

KEY ELEMENT 4: DESIGN and ADOPT A COACHING PLAN

An essential element of an effective cricket coaching structure within secondary schools and cricket clubs is developing and implementing a COACHING PLAN. This can be completed by the COACHING COORDINATOR in conjunction with the TEAM COACHES, or by each TEAM COACH.

A COACHING PLAN is a written outline of your COACHING PROGRAMME for the season. It provides a broad overview of the season and may incorporate pre-season, during the season and end-of-season activities. It must take into account the FACILITIES and EQUIPMENT available for practice sessions and the AGE, ABILITY, and COMPETITIVE level of your team or the teams in a secondary school or club.

A coaching plan usually comprises:

1. A CALENDAR of practice sessions and matches.

2. A set of CORE SKILLS, that cover the essential GENERIC GAME and TEAM NEEDS you have identified, together with a list of appropriate DRILLS to develop these. These skill drills need to be prioritised, then divided and spread through your coaching plan. These CORE skills and drills can then be used as the basis of your weekly practice sessions. Implementing such a programme within a secondary school or club ensures that the FUNDAMENTAL batting, bowling, fielding, wicketkeeping and tactical skills crucial for success in cricket are targeted and developed in all players, thus giving them a sound FOUNDATION on which to build [see Sample Coaching Plan].

3. A PRACTICE PLAN for each practice session detailing the type of practice, objectives, facility and equipment requirements, introduction and warm up, skill development in terms of which skills will be focused on and drills will be used, cool down and conclusion including match arrangements [eg. opposition, venue, start time, travel details] and evaluation [see Key Element 5: Design and Utilise Practice Plans].

NB: The content of each practice session in terms of objectives, skill development and tactical awareness may initially focus on generic game and team needs, but as the season progresses more specific game, team and player needs will be included as a result of the previous, current or upcoming match, competition format, possible opposition and the conditions likely to be encountered.

4. A range of PROCEDURES for measuring the EFFECTIVENESS of each PRACTICE SESSION [see section How Effective is a Practice Plan?] and each players PERFORMANCE at practice [see Key Element 7: Measure Players Practice Performance].

The preparation of a COACHING PLAN enables a coach:

To plan ahead To be better prepared and organised To structure the season To be more effective in delivering a progressive and coordinated COACHING PROGRAMME To meet his/her coaching objectives

8

SAMPLE COACHING PLAN

FOCUS BATTING BOWLING FIELDING/WK TACTICS

GENERIC GAME and

TEAM NEEDS

Develop a sound technique and the ability to watch the ball closely

Learn to occupy the crease

Be positive and score runs consistently

Be more aggressive in running between wickets

Develop a sound and safe action and the ability to concentrate on line and length

Be positive and take wickets consistently

Pace bowlers by learning to bowl fast and to move the ball

Spin bowlers by learning to spin the ball hard and developing a range of variations

Develop sound techniques of catching, stopping, retrieving, throwing and wicketkeeping

Learn the requirements of different positions in the field

Be positive, alert and concentrate on every ball

Develop a knowledge and understanding of a variety of strategies and tactics

Learn to use these to establish game plans and apply them to different situations and challenges

Be positive in looking to dominate and striving to win

SESSION 1 SKILLS

Grip, Stance, Guard and Backswing

Basic grip for pace bowlers

Basic grip for spin bowlers

Midfield Catching Basic field placements and attacking variations for each bowler in a team

SKILLS DRILLS

Check preparatory set up

Practice backswing in relation to front foot driving using a: Batting

tee Rolled

ball

Upright seam observation

Practice with a round wooden disk or ball with the seam painted white underarm/ overarm

Practice spinning the ball across a stump or line underarm/overarm

Pairs catching Catching tennis

or catching zones

Use a whiteboard to demonstrate the different fields for different bowlers

Encourage players to think about how to load a field to make it difficult for a batsman to use his/her preferred shots

SESSION 2 SKILLS

SKILLS DRILLS

SESSION 3 SKILLS

SKILLS DRILLS

9

KEY ELEMENT 5: DESIGN and UTILISE PRACTICE PLANS

WHAT IS A PRACTICE PLAN?

A PRACTICE PLAN is a written plan that outlines your practice; reminding you what you want to do and when you want to do it. You may be the type of coach that can organise a practice off the top of your head and accomplish what you want in the desired time. For most of us a practice plan is a critical part of a running a successful practice session. It provides a written outline with enough detail to allow us to run a practice session in a structured and organised manner.

WHAT SHOULD BE INCLUDED IN A PRACTICE PLAN?

It's really up to you. While there are a number of possible practice plan outlines or FORMATS, most include some or all of the following:

Try and provide enough detail in each section of the plan so that you can move smoothly from section to section during the practice.

To assist you to successfully plan, organise and run a practice of 90-120 minutes duration, it suggested that you use the following PRACTICE PLAN FORMAT to structure your session [see Appendix 1: Sample Practice Plan Format and Appendix 2: Sample Alternative Practice Plan Format]

DATE:

SESSION NUMBER:

TIME:

VENUE:

MAIN OBJECTIVES OF THE SESSION:

REQUIREMENTS EQUIPMENT and FACILITIES:

SESSION OUTLINE: 1. INTRODUCTION: [5 minutes]

2. WARM UP: [10 minutes]

3. TYPE OF SESSION: [65 minutes]

4. COOL DOWN: [5 minutes]

5. CONCLUSION: [5 minutes]

EVALUATION:

Objectives Facility and equipment requirements Introduction and warm up Skill development in terms of which skills will be

focused on and what drills will be used Cool down and conclusion Time guidelines for the practice session Evaluation

10

OBJECTIVES

In addition to such organisational details as the date, time, venue and number of the practice session, practice plans should start with OBJECTIVES. These are the aims, reasons for or focus of your practices. They are what you want to accomplish during the practice session. Most of these can be written down after the current match. They identify those game, team and/or individual player deficiencies or areas in need of improvement you want to work on. The rest are derived from the perceived needs of the next match or matches in terms of the competition format, strengths and weaknesses of the opposition and/or the conditions likely to be encountered.

Try and keep the objectives to three to five bullet points. Early in the season this can be difficult because there is so much to cover. This is the advantage of having a coaching plan in which you can spread the core skills and drills you have identified through the season. Once you have established the objectives for a practice session they will determine much of the structure of the practice in terms of the type of practice, the facilities and equipment required, and the skills and drills to be taught [see Sample Objectives].

SAMPLE OBJECTIVES Pre-batting routine Batting set up, including pre-

movement Starting an innings one day game,

two day game Concentration visual, physical and

verbal cues Batting plan for different bowlers

pace and spin Decision making play or leave Different types of batting strokes Playing spin learning to use the

feet, work the length and gain knowledge of hitting zones

Hitting gaps Playing the bouncer Running singles and rotating the

strike Running between wickets Bowling plan for different batsmen Different types of bowling grips,

actions and deliveries Bowling to left hand batsmen line

and length Bowling at the start and/or end

[death] of a one day game Attacking fielding Fielding positions for different

bowlers and batsmen

REMEMBER

Plan your practice to accomplish your objectives.

11

5 minutes

10 minutes

65 minutes

SESSION OUTLINE

INTRODUCTION

The introduction establishes your control needing to listen carefully to instructions sets the tone for the session.

Players should be greeted as they arrive and gathered together for a brief outline of the objectives and requirements of the session.

This is the time to also provide or receive any feedback on the current or previous match and/or practice session.

WARM UP

The warm-up activities assist players to prepare for the increased physical demands of the practice session and to focus their minds on the requirements of the session.

The warm-up activities should be varied and challenging, and provide the opportunity for players to become familiar with the appropriate routine and activities for a pre-match warm-up.

The warm-up activities should be cricket competitive cricket drills with a bat or a ball designed to reinforce the batting skill of running between wickets and the skills of fielding, together with some static or dynamic stretching to limber muscles and reduce the risk of injury [See Appendix 3: Warm-Ups Practices and Matches]

NB: Ensure warm ups and cool downs are more cricket skill drills rather than physical fitness exercises.

TYPE OF SESSION

The type of session net, open wicket, skills, planning and preparation or an alternative option, or a combination of these will depend upon your overall coaching plan, the availability of facilities, the needs of your players, and of course, the weather [see Example: Net Sessions]

Devote part of each session to having players practise previously taught basic skills, before building on these by teaching players new skills to practise each session.

Ensure that each session:

Has a structure and objectives

Is varied, interesting and challenging

Is well organised and run

Is competitive, but also cooperative with players assisting and encouraging each other Attempts to cover all skill areas - batting, bowling, fielding and wicketkeeping using competitive

drills and modified games to create game-like conditions and pressure situations [see Appendix 4: Skills Drills]

Maximises participation by giving ever player something to work on

Has plenty of equipment

12

COOL DOWN

This section allows players to wind down and recover after the exercise of the previous skills section. This may include light jogging, performing simple fielding skills, and some stretching.

CONCLUSION

While the players are recovering, the conclusion allows you:

To ensure all the equipment has been collected.

To provide constructive feedback and comment on the efforts of the players during the session [and thank supporting parents].

To summarise the main points of the session with several key questions.

To encourage the players to continue practising some of the skills in their own time.

To clarify the arrangements for the next practice or this weeks match [eg. opposition, venue, meeting time, dress requirements, travel arrangements, injury management]

EVALUATION

Once you have completed a practice jot down how the session went. What worked well? What did not work well and what you would do differently to improve the effectiveness of your next practice session. It is also important to note the skills you need your team and/or individual players to work on in future sessions.

SAMPLE PRACTICE SESSION PLAN

DATE: Wednesday 12 November

SESSION NUMBER: 6

TIME: 3.45 5.15pm

VENUE: School field and nets

MAIN OBJECTIVES OF THE SESSION: To prepare for a one day game briefly discuss batting targets [ ie. run targets per 10 overs] To have batsmen practice turning over the strike by placing the ball into gaps [use marker cones

in the net to show field placings] in the field to ensure run targets are achieved To get bowlers to put batsmen under pressure and restrict run scoring by bowling to set fields

and have an umpire call no-balls and wides To encourage fielders to attack the ball in the infield and return it quickly and accurately to the

wicketkeeper/bowler

REQUIREMENTS EQUIPMENT and FACILITIES: 2 bats, 3 sets of batting pads and gloves [one set for left-hand batsmen], 3 boxes, 1 set of

wicketkeepers pads, gloves and inners, 3 sets of stumps, 10 cricket balls, 6 marker cones Availability of school artificial nets 2 lanes

SESSION OUTLINE: 1. INTRODUCTION: [5 minutes] Discuss with the team last Saturdays match. Identify match highlights and what needs to be

covered to improved our performance and also to be worked on to prepare for the first one-day game of the season

2. WARM UP: [10 minutes] Use a running between wickets drill to warm up

5 minutes

5 minutes

13

3. TYPE OF SESSION: [65 minutes] [Net Session] Explain to players the objectives of the net session Divide the team into 3 groups of 4 players give each group something to work on

GROUP A - 1 batsman, 3 slow and/or spin bowlers in net 1 GROUP B - 1 batsman, 3 medium and/or fast bowlers in net 2 NB: i. Each batsman to have 10 minutes batting 5 minutes in each net against the different types of bowler then change over with the aim of placing the ball in the gaps between the marker cones ii. Bowlers in each net alternate the umpiring role and/or record key performance indicators GROUP C - Drill 1 - 1 wicketkeeper, 3 fielders attacking the ball and underarm throwing NB: After each interval of 10 minutes groups rotate to ensure everyone gets the opportunity to

bat, bowl, field and wicketkeep

4. COOL DOWN: [5 minutes] Use a close catching drill to cool down

5. CONCLUSION: [5 minutes] Reinforce the main points of the session in terms of what has been taught Briefly discuss tactics for this weeks game Remind players about this weeks game opposition, venue, travel arrangements and meeting

time Thank players for the session and encourage them to do their own practice at home

EVALUATION: Evaluate how the session went. Identify areas you can improve on and the team and individual

players need to practise in future sessions Running between wickets, especially backing up and calling Bowlers bowling to their fields [Bowlers to think about setting a field for their bowling] Batsmen placing the ball in the gaps

EXAMPLE: NET SESSIONS

Net sessions are the most common, and frequently the only type of practice and coaching for many cricketers. They involve players practising in one or more temporary or permanent nets set up either outdoors or indoors. If they are well organised and run, net sessions can simulate the competitive environment of a match and provide a very effective long-term type of practice for batsmen and bowlers to improve their techniques, and ultimately their performance.

Too often, however, net sessions lack purpose. They tend to follow a pattern of batsmen padding up and having a hit for 10-20 minutes while everybody else bowls. The practice session then continues until everyone has batted. Because of the length of time involved, a major problem with this is the deterioration in the intensity and quality of the practice.

To be effective net sessions need:

1. To have a structure with clear objectives so that the players are practising with a specific purpose.

2. To be well organised so all players get the most out of the session. 3. To simulate competitive match conditions as near as possible. 4. To be strictly run and controlled with well understood safety procedures. 5. To ensure everyone is on task and approaching the session in the right manner, otherwise the

practice will deteriorate, and as a consequence, be of little value.

14

TIPS FOR NET SESSIONS Batsmen bat in pairs Calls must be clear All running between wickets to be

completed as in a match Fielders or gaps may be marked by

cones distributed around the net Batsmen rotate through pace and

spin bowlers If dismissed batsmen are out Have an umpire adjudicate in each

net The umpire can also be used to

record KEY PERFORMANCE INDICATORS [KPIs] for batsmen and/or bowlers

Bowlers bowl in twos or threes, one umpires and records KPIs, the others bowl an over each before rotating roles

Spin bowlers to have a wicketkeeper in their net

Batsmen and/or bowlers are given specific practice goals [see Making the Most of a Net Session]

15

MAKING THE MOST OF A NET SESSION

BATTING

AIM: The aim of batsmen in a match is to score as many runs as possible. They cant do this if they are out. They should approach batting in the nets in exactly the same way as they would a match.

APPROACH: Because most batsmen only bat 10-20 minutes in a net session it is important that they concentrate, utilise the time properly, and try not to get out. Their time in the net should be divided between: Playing themselves in, as in a match Receiving coaching and/or being required

to practice a specific skill [eg. placing the ball in the gaps]

Having the freedom to pick up the tempo and challenge the bowlers with an array of strokes

POSSIBLE PRACTICE GOALS: Set batsmen the task[s] of: Playing either a specific stroke [eg. front

foot drive, the cut or the pull shot] or a specific range of strokes [eg. front strokes, back foot strokes or lofted strokes] NB: Instruct the bowlers to attempt to bowl the correct line and/or length to allow the batsmen to play the stroke or strokes [or use a bowling machine].

Using their feet to spin bowlers NB: Instruct the bowlers to toss the ball up so the batsmen can move to the pitch of the ball to play their strokes.

Starting an innings which is when batsmen are most vulnerable in their innings NB: Instruct the bowlers to put each new batsman under pressure by making him/her play as many balls as possible. Instruct the batsmen to play themselves in, to let as many deliveries go as possible, but also try and get off strike. Rotate batsman, if not dismissed, after 2 overs.

Achieving a specific run target [eg.10 runs off 6 balls without getting out]

BOWLING

AIM: The aim of bowlers in a match is firstly to get batsmen out and secondly to prevent them from scoring. The same approach should be adopted in the nets.

APPROACH: Bowlers should ensure in the nets they: Bowl from their normal run-ups Do not bowl any no balls or wides Concentrate on exerting as much pressure

on the batsmen as they can to force them into errors

Plan their tactics for each batsman to try and exploit their weaknesses

Plan what types of deliveries they are going to bowl

Assist make the net session as challenging and competitive as possible

POSSIBLE PRACTICE GOALS: Set bowlers the task[s] of bowling: An accurate line and/or length

NB: Place a target marker on the pitch for the bowlers to aim at to improve their length and/or use cones, extra stumps or tape to designate a zone for the bowlers to bowl within to improve their line.

In close to the stumps NB: Use cones, extra stumps or tape to designate a channel to get bowlers to bowl close to the stumps.

A specific line [eg. off-stump, leg-stump] A specific length [eg. yorker] A specific type of delivery [eg. outswinger,

slower ball, off-spinner] or an assortment of different deliveries

To restrict the number of runs from an over [eg. bowl a maiden over, 3 runs off an over]

16

COACHING THE BASICS There are no set rules for being a good coach. It is necessary, however, to try and ensure each coaching session is well organised, safe and enjoyable. Aim for all players to learn and remember what you have taught. Remember there is no substitute for good planning and sound practice.

Keep the organisation simple

SUGGESTED PROGRAMME FOR EACH COACHING SESSION

Short introduction to discuss previous game or activity give and ask for feedback

Outline the aims and requirements of the session Warm-ups Demonstrate a skill or technique check that players understand what they

have to do Have players practise the skill or technique Practise in game-like situations either on an open wicket or in the nets Cool downs Short conclusion to sum up the session and give reminders for the next game

and practice session

HOW TO COACH THE SKILL

Organise players in front of you Explain what the skill is Demonstrate side on, and then front on Players demonstrate back to you and you make any corrections that may be

necessary Divide players into groups to practise the skill End by repeating the main points

Effective coaching is enthusiasm and repetition

DOs FOR AN EFFECTIVE COACHING SESSION

DO be yourself and be enthusiastic DO plan your practice sessions beforehand DO be prompt start practice sessions on time and make it clear you expect

your players to arrive on time DO establish control with clear and simple guidelines for each practice session DO have enough equipment to run each practice session DO keep practice sessions interesting, varied and challenging DO give equal time to all players regardless of ability let them all have a go DO listen carefully DO give constructive feedback, encouragement and praise DO finish on time DO be a positive role model

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HOW EFFECTIVE IS A PRACTICE PLAN? WHAT IS THE VALUE OF DIFFERENT TYPES OF PRACTICE?

To be most effective practices must try and replicate a real game as much as possible. In this way players technical execution and decision-making are fully challenged as they are in a match.

Design your practice plans so they include as many variables that simulate match conditions as you can in order to fully extend and develop your players physical, technical, mental and tactical skills. Measure the potential effectiveness of your practice plans by using the PRACTICE PLAN EVALUATION CHECKLIST to assess their quality against the variables present in a real game situation [see Practice Plan Evaluation Checklist]

18

PRACTICE SESSION EVALUATION CHECKLIST THE VALUE OF PRACTICE PLANS AND DIFFERENT PRACTICE TYPES IN SKILL DEVELOPMENT

VARIABLES MATCH BOWLING MACHINE

TRADITIONAL NET

Pitch 3 2 2 Outfield 3 0 0 Conditions 3 0 2 Opposition 3 0 2 Fielders 3 0 0 Umpires 3 0 0 Technique 3 3 3 Ball Movement 3 2 3 Distractions 3 1 2 Arousal 3 1 2 Mental Management 3 1 2 Strategies / Tactics 3 0 1 Decision-making 3 1 2 Running Between Wickets 3 0 0 Situational Awareness 3 0 0 Consequences 3 0 0 Fitness / Fatigue 3 1 2 Time / Time Intervals 3 0 1

TOTAL 54 12 24

SCORING YOUR PRACTICE 3 The same as the game 2 Many aspects similar to the game 1 A few aspects like the game 0 Not like the game

[Modified from Ashley Ross, 2003, Cricket Training for Skill Development, Presentation at Professional Development Workshops for Major Cricket Association Elite Coaches]

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KEY ELEMENT 6: COPE WITH PRACTICE CONSTRAINTS

As a coach spending some time preparing a PRACTICE PLAN is an invaluable exercise. Having something to work from is essential, especially when there are a number of factors that can disrupt your practice plan. To be effective as a coach it is important to be aware of these factors or PRACTICE CONSTRAINTS and, where and when necessary, to have the flexibility to adjust your plan to suit the situation.

PRACTICE CONSTRAINTS

ROLE and PROFILE of CRICKET in a

SCHOOL

AVAILABILITY of EQUIPMENT

TEAM and PLAYER NEEDS

AVAILABILITY, TYPE, NUMBER and QUALITY

of GROUNDS and FACILITIES

LEVEL of SCHOOL or CLUB

ORGANISATION

MATURITY, EXPERIENCE, SKILL

and NUMBER of PLAYERS

PRESSURE on PLAYERS from

SCHOOL, OTHER SPORTS,

REPRESENTATIVE DEMANDS, and WORK

COMMITMENTS

FUNDING/ SPONSORSHIP

LEVEL of PARENT/ CAREGIVER

SUPPORT and INTEREST

TIME AVAILABILITY

GAME NEEDS -LEVEL and FORMAT of

COMPETITIONS

WEATHER and GROUND

CONDITIONS

20

PRACTICE CONSTRAINTS

POSSIBLE SOLUTIONS

ROLE and PROFILE of CRICKET in a

SCHOOL

Be aware of the FOCUS of cricket in the school. Is the emphasis competitive v recreational, winning v participation? Once you have determined the focus you can then design practices to reflect this philosophy

LEVEL of SCHOOL or CLUB

ORGANISATION

Be well prepared and organised. If cricket in the school or club lacks organisation try and demonstrate through your detailed planning the value of STRUCTURED PRACTICES not only to the players, but also to the school or club as a recruitment and retention strategy

MATURITY, EXPERIENCE, SKILL

and NUMBER of PLAYERS

The level of maturity, experience and skill of the players will determine how you run practices and what you coach eg. For junior teams the emphasis may be on basic SKILL DEVELOPMENT and ACTIVE INVOLVEMENT while for youth and adult teams the focus may be more on developing each players PHYSICAL, TECHNICAL, MENTAL and TACTICAL SKILLS [see Key Element 2: Select Team Coaches].

If the number of players attending practices is large, divide them into MANAGEABLE GROUPS:

Pairs for most drills 4-6 players for some activities

Establish a SCHEDULE of TASKS for each practice, write these on CARDS [see sample Practice Task Cards 1 and 2 and Suggested Activities for Practice Task Cards]. In addition to completing the required team batting, bowling or fielding drills, all players to undertake in groups a set number of tasks at each practice. These can be at specific stations or in a space chosen by the group. Players to fill in a PRACTICE TASK CONTRACT form [see sample Practice Task Contract] to indicate which tasks they have completed at each practice

AVAILABILITY, TYPE, NUMBER and

QUALITY of GROUNDS

and FACILITIES

Assess what you have got to use and set up your practice plans accordingly to make the best use of available grounds and facilities in order to provide players with a variety of practice types to challenge their decision making and enhance their skill development. Remember there are at least FIVE different types of practice

If grounds and/or facilities are limited: Use your IMAGINATION as to what can be a

FACILITY eg. a sealed driveway, a concrete or tarsealed surface, a wall, a tennis court or the use of a temporary net to create a backdrop

Use EXISTING FACILITIES with IMAGINATION eg. use cones to create gaps, masking tape to establish line channels or lengths, ropes or ribbons to delineate heights, discs for targets

Set up a number of STATIONS. Make sure these are carefully planned with clear instructions as to what players have to accomplish eg. use practice task cards

21

AVAILABILITY of EQUIPMENT

If there is insufficient or poor quality practice equipment try to:

IMPROVISE using a range of cheaper alternatives eg. cones, tennis racquet, tennis balls, masking tape, plastic stumps, batting tees, softball glove

Make sure available equipment is well stored, properly maintained, and each gear bag has a list of contents which are collected and accounted for after each practice or match

Encourage the school or club to apply to community FUNDING SOURCES [eg. Gaming Societies, Charitable Trusts] to increase the quantity and quality of equipment

TIME AVAILABILITY

Be aware of the available time in terms of WHEN, HOW OFTEN and HOW LONG practice session will be run. This will be dependent upon team and player needs. Find out what DAYS and TIMES suit most players and try and match this with the availability of facilities

Have a pre-set practice routine that is communicated and known to all players

WEATHER and GROUND

CONDITIONS

Have a number of ALTERNATIVE practice options prepared to cope with inclement weather or facility and/or ground unavailability eg. A cricket video A cricket quiz An explanation and demonstration of:

- A skill or skills - Umpiring - Scoring

A discussion on: - Batting or bowling tactics - Team and/or individual goal setting - Captaincy - Field placings for different bowlers, batsmen, and/or pitch conditions

A senior or high profile player to talk to them about the game

GAME NEEDS -LEVEL and FORMAT

of COMPETITIONS

Try and sort out your coaching programme so that different GAME NEEDS arising from different competition formats are introduced into your practice plans at the appropriate times

TEAM and PLAYER NEEDS

It is important to be aware of: The teams strengths and weaknesses, and their needs

in terms of SKILL DEVELOPMENT arising from match situations and incorporate these into your practice plans

Each players needs in terms of skill development or the areas they identify for IMPROVEMENT. These need to be catered for either within your overall practice plan, or by designing a specific station drill or individual player activity

22

PRESSURE on PLAYERS from

SCHOOL, OTHER SPORTS,

REPRESENTATIVE DEMANDS, and

WORK COMMITMENTS

Ensure that you are aware of each players commitments. Try and arrange your practice sessions so there are no clashes. Failing this, adopt a system whereby players must CONTACT you if they are unable to attend a practice so you know of their whereabouts and can inform other team members so that everyone is aware of why such a player or players is not present. Make sure that the reasons for non-attendance are valid

LEVEL of PARENT/ CAREGIVER

SUPPORT and INTEREST

If you are involved with junior or youth teams try and encourage parents or caregivers to get involved by providing transport, support at matches, assistance with scoring, and/or help with supervision at practices eg. overseeing a drill at a specific station. This can free you to concentrate more on a net or open wicket practice or coach another group or individual

23

PRACTICE TASK CARD 1 SLIDING and TURNING

EQUIPMENT: 2 stumps, l bat per pair TASK: Set up two stumps 10 metres apart Player A to hit an imaginary ball and

then to run between the stumps sliding the bat along the ground past each stump and turning correctly

Player B to count player A running 20 runs [from one stump to the other is one run] and check he/she is turning correctly. If player A does not slide the bat passed the stumps or turns incorrectly he/she must run again

Change over and player B to repeat the task

Each player to complete the task twice

SUGGESTED ACTIVITIES FOR PRACTICE TASK CARDS

Fitness work running ladder, step ups, circuit work Directional catching Catches off bat, tennis racquet Catches off crazy catch rebounder, slip cradle, gutterboard,

wall Target throwing at stumps Fielding throwing, stopping, retrieving Directional hitting using batting tees Line awareness and leaving judgement Running between wickets shuttles Grip and seam drills Line and length bowling Glove work Decision making

PRACTICE TASK CARD 2 MIDFIELD and/or OUTFIELD PAIRS

CATCHING

EQUIPMENT: 1 ball per pair TASK: Each pair to stand 10 metres apart

and overarm throw 20 return catches After 20 catches both players to step

back 5 paces and repeat the task, then to continue the sequence until they are 50 metres apart

24

PRACTICE TASK CONTRACT

PLAYER NAMES PRACTICE TASKS 1 2 3 4 5 6 7 8 9 10 11 12

3

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1 2 3 4 5 6 7 8 9 10 11 12 13 14

NB: Players to complete in pairs three of the above tasks at each of the next four practice sessions. Different tasks must be attempted at each session. Indicate which tasks you have completed by writing the date in the appropriate task column adjacent to your name

25

STUMPS

LEFT COLUMN [outside

off stump]

MIDDLE COLUMN [on the stumps]

RIGHT COLUMN [outside

leg stump]

STUMPS

THIRD ROW [Too short]

SECOND ROW [Good length

FIRST ROW [Too full]

STUMPS Delivery 1 good length ball outside off stump

Delivery 2 short pitched ball on the stumps

Delivery 3 full pitched ball outside leg stump

1

3

2

KEY ELEMENT 7: MEASURE PLAYERS PRACTICE PERFORMANCES

There is a saying that if you want to improve something then measure it. In addition to evaluating the effectiveness of a practice in terms of its game-like qualities, it is also possible to assess each players performance at practice.

One method of measuring performance and providing players with information on their progress is to record KEY PERFORMANCE INDICATORS or KPIs. While these are perhaps best collected during a match they are also easily gathered at net or open wicket practice sessions. The inclusion of KPIs in your practice sessions gives them a real edge, players enjoy the challenge and are keen to impress, especially as the quality of their efforts is being recorded.

Key performance indicators are simple measures that can be used by coaches to provide players with specific feedback on the quality of their batting and/or bowling performances. The statistical evidence produced can also be used on a comparative basis by players to evaluate their own performance, to motivate themselves to achieve greater consistency and improve their results and to make decisions about the possible strategies they might employ in a game, such as the line and length they should bowl or the main sectors of the field in which they can best score runs.

The following simple bowling and batting key performance indicators are only suggestions of what coaches can measure. There is a wide range of possible indicators. You as a coach need to determine what you want to measure and so select those indicators that you think will provide the best information for your players on their performance.

SIMPLE BOWLING KEY PERFORMANCE INDICATORS

In the BOWLING GRID for each delivery plot using the number of the delivery [eg. 1,2,3,4,5,6] the line and length of the ball.

LINE: The vertical lines represent the line of the ball. The left column is used for balls pitched outside off stump, the middle column for balls pitched on the stumps, and the right column for balls pitched outside leg stump [see Bowling Grid: Line].

LENGTH: The horizontal lines represent the length of the ball. The first row is used for balls that are too full, the second row for balls of good length, and the third row for balls pitched too short [see Bowling Grid: Length].

BOWLING GRID: EXAMPLE

BOWLING GRID: LINE

BOWLING GRID: LENGTH

26

SIMPLE BATTING KEY PERFORMANCE INDICATORS

In the BATTING MATRIX for each delivery faced record the batsmans reaction in terms of one of the corresponding symbols below.

BATTING MATRIX: EXAMPLE

SELLING THE CONCEPT COACHING and PRACTICE PLANS

The health checks in secondary schools and clubs have identified a number of areas requiring attention. One of the most critical of these is COACHING and the associated need for structured PRACTICE SESSIONS. The current unplanned nature of many coaching programmes is not enhancing the skill development of players, the game or its organisation within secondary schools and clubs, and is a key reason why many players decide to give up playing.

As a Community Cricket Coordinator it is important to provide secondary schools and clubs with the appropriate advice and guidance about the value of investing their time and effort into compiling a detailed COACHING PLAN and structured PRACTICE PLANS. This can be done by contacting each secondary school and club and inviting them to send their Teacher-in-Charge of Cricket, Chairman or Coaching Coordinator to an introductory workshop where you will outline:

1. The necessity of having a COACHING COORDINATOR to take responsibility for designing a coaching plan, assisting team coaches and regularly disseminating current coaching information and drills.

2. The importance of having a COACHING PLAN and within that specific PRACTICE PLANS so that practice sessions are structured, purposeful and designed to improve player skills, team performance and the profile of the club or cricket within a secondary school and as such act as a significant RECRUITMENT and RETENTION STRATEGY.

3. The option of you visiting each secondary school or club to run or assist run a model practice, and to share new coaching and practice ideas on a regular basis at three workshops in September, November and January. The purpose of the workshops is to encourage secondary schools and clubs to set up effective coaching structures, and to disseminate new drills and/or demonstrate them with a club, secondary school or age group team to the coaching coordinators so they can see how they operate and are then able to inform their team coaches who can include them in their own practices.

SYMBOL BATSMANS REACTION TO EACH BALL

L Left [ie. not played at] FD Front foot defensive stroke BD Back foot defensive stroke FA Front foot attacking stroke BA Back foot attacking stroke PM Play and miss X Dismissal

BALLS OVERS 1 2 3 4 5 6

EXTRA EXTRA

1 FD L PM FA BA X

2

3

4

Delivery 1 Front foot defensive stroke

Delivery 2 Left

Delivery 3 Play and miss

Delivery 4 Front foot attacking stroke

Delivery 5 Back foot attacking stroke

Delivery 6 Dismissal - bowled

27

SAMPLE COACHING and PRACTICE IMPROVEMENT INVITATION

xxxxx Cricket Association Address

Date

xxxxx Secondary School / Cricket Club Address

As an integral part of the Community Cricket initiatives the xxxxx Cricket Association is looking at ways to improve and develop the skill levels of players in secondary school and cricket club teams. We believe that this can be best achieved through better organised, more purposeful practice sessions.

To do this we intend to offer secondary schools and cricket clubs the opportunity to improve their current practice procedures. We are prepared to provide secondary schools and cricket clubs with advice, guidance and assistance on how to set up a quality coaching programme with well structured practice sessions and make funding available to help put such a programme in place provided that they meet the following criteria:

1. Appoint a Coaching Coordinator to organise and run weekly practice sessions.

2. The Coaching Coordinator to prepare a coaching plan for the season and submit this to the xxxxx Cricket Association Community Cricket Coordinator prior to the grant being approved.

3. The Coaching Coordinator to attend three coach development workshops in September, November and January to share ideas and to receive coaching assistance and information.

4. The Coaching Coordinator to forward two brief reviews in December and March of the outcomes of the coaching programme in their secondary school or cricket club to the xxxxx Cricket Association Community Cricket Coordinator.

If your secondary school or cricket club is interested in applying for a coaching grant please fill in the attached form and return it to:

Community Cricket Coordinator xxxx Cricket Association

Address

YES [Please tick]

xxxx secondary school or cricket club are interested in applying to the xxxxx Cricket Association for a coaching grant and understand the criteria necessary to receive such a grant

Signed ________________________ Date ___________

Further details will be made available to secondary schools and cricket clubs on receipt of this form

Closing date for applications: __________________

28

SAMPLE COACHING and PRACTICE IMPROVEMENT ACKNOWLEDGEMENT

xxxxx Cricket Association Address

Date

xxxxx Secondary School / Cricket Club Address

Thank you for your expression of interest in a coaching grant for your secondary school or cricket club.

A grant of $xxxx is available to each secondary school or cricket club within the xxxxx Cricket Association that fulfil the following necessary criteria:

1. A COACHING COORDINATOR needs to be appointed.

2. A COACHING PLAN needs to be designed and presented to the xxxxx Cricket Association.

3. The Coaching Coordinator must attend three COACH EDUCATION WORKSHOPS offered by the xxxxx Cricket Association.

4. The Coaching Coordinator to produce two REVIEWS of the outcomes of the coaching programme to the xxxxx Cricket Association. These to be submitted:

End of December End of March

The following is the intended timeline for implementing coaching plans and providing a coaching grant to secondary schoosl and cricket clubs within the xxxxx Cricket Association:

Applications for the coaching grant close on ______[Date]______ The xxxxx Cricket Association to contact interested secondary schools and cricket clubs with details of

the coaching grant by ______[Date]______ Coaching Coordinators to be appointed by secondary schools and cricket clubs First coach education workshop on _____[Date, Time and Venue]_____ Coaching plan to be presented to xxxxx Cricket Association by ______[Date]______ First instalment of coaching grant [$xxx] payable on acceptance of the coaching plan Second coach education workshop on _____[Date, Time and Venue]_____ First review of the coaching programme to be sent to the xxxxx Cricket Association by

______[Date]______ Second instalment of coaching grant [$xxx] payable on acceptance of the first review Third coach education workshop on _____[Date, Time and Venue]_____ First review of the coaching programme to be sent to the xxxxx Cricket Association by

______[Date]______ Second review of the coaching programme to be sent to the xxxxx Cricket Association by

______[Date]______

Community Cricket Coordinator xxxx Cricket Association

29

FIRST COACH EDUCATION WORKSHOP

xxxxx Cricket Association Address

Date

To All Secondary Schools and Cricket Clubs

Following your expression of interest in a coaching grant to assist in the employment of a Coaching Coordinator, we are offering a coach education workshop for your Coaching Coordinator and team coaches.

Date: __________________________________________

Venue: _________________________________________

Time: __________________________________________

During the workshop session the following topics will be covered:

Designing a COACHING PLAN [see Developing a Coaching Plan below]

Compiling effective PRACTICE PLANS

Evaluating player performances KEY PERFORMANCE INDICATORS

SKILL DEVELOPMENT and a range of SKILLS DRILLS

The xxxxx Cricket Association looks forward to seeing your Coaching Coordinator and team coaches at this first workshop session.

Community Cricket Coordinator xxxx Cricket Association

DEVELOPING A COACHING PLAN

A coaching plan is an outline of your cricket programme for the season. It should include:

SEASON FOCUS Overview of the secondary school / cricket club REQUIREMENTS TIMES available for practice sessions FACILITIES available for practice sessions NUMBER and SKILL LEVELS of TEAMS List of CORE SKILLS and appropriate DRILLS PROCEDURES for recording players PRACTICE PERFORMANCES CALENDAR of PRACTICE SESSIONS and MATCHES PRACTICE PLAN format or outline Several sample PRACTICE PLANS illustrating the structure and details of the COACHING

PROGRAMME for a week

30

FIRST COACHING GRANT INSTALMENT LETTER

xxxxx Cricket Association Address

Date

xxxxx Secondary School / Cricket Club Address

Please find enclosed the first instalment of the School Support / Club Assist coaching grant for your secondary school or cricket club for the employment of a Coaching Coordinator which you became eligible for on the completion of your Coaching Plan.

Please complete the enclosed Review Form and return it to:

Community Cricket Coordinator xxxx Cricket Association

Address

On receipt of a satisfactory review of your coaching programme your secondary school or cricket club will become eligible for the second instalment of the coaching grant.

Community Cricket Coordinator xxxx Cricket Association

Enc.

31

COACHING and PRACTICE PROGRAMME REVIEW

SECONDARY SCHOOL / CRICKET CLUB: _____________________________________

MONTH: ______________________

Coaching Plan Completed: YES Date: ____________________

NO

Coaching Coordinator YES Name: ___________________ Appointed:

NO Coach Qualification: ____________________

Attendance at Coach FIRST Education Workshops:

SECOND

THIRD

Weekly Practice Sessions YES Planned:

NO

Number of Practice Per Week Sessions Organised and Run:

Total Prior to _____[Date]______

GENERAL COMENTS ON PRACTICE SESSIONS:

Coaching Coordinator: ______________________________ Date: _____________

Teacher-in-Charge of Cricket or Club Chairman: _______________________________

32

COACHING RESOURCES

The following resources contain a comprehensive range of skills drills that can be included in your practice plans and used in your practices to develop your players skills.

Astle,A 2003 Coaching a Cricket Team. New Zealand Cricket coaching manual designed for use with the Getting Started in Coaching A Cricket Team coach education course

DigiCricket 2000 Batting Skills and Development - Buchanan, J; Harmer, J; and Hunter, J; A Comprehensive Guide to Batting at All Levels. CD Rom

DigiCricket 2000 Bowling - Buchanan, J; Harmer, J; and Hunter, J; A Comprehensive Guide to Batting at All Levels. CD Rom

DigiCricket 2000 Fielding Skills and Drills Buchanan, J; Harmer, J; and Hunter, J; A Step-By-Step Guide to Mastering Fielding Skills. CD Rom

DigiCricket 2000 Wicketkeeping - Healey, I; A Complete Coaching Course in Wicketkeeping. CD Rom

TackleSport, 2003, Animated Skill Drills for Cricket Coaching. CD Rom

ACKNOWLEDGEMENTS

Thank you to Nigel Brooke [Development Manager, Central Districts Cricket Association], David Johnston [Director of Coaching and Development, Bay of Plenty Cricket Association], Jamie Watkins [Community Cricket Coordinator, Taranaki Cricket Association] and Christie van Dyk [Community Cricket Coordinator, Cricket Wellington] for their considerable assistance in completing this resource. Their ideas and suggestions, varied coaching experiences, personal resources and passion for the growth and development of the game are reflected in, and helped shape the contents of this School Support and Club Assist booklet. Material was also sourced from the coaching manual Coaching a Cricket Team written by Alec Astle, National Development Manager, New Zealand Cricket, who also compiled this resource.

33

APPENDIX 1

SAMPLE PRACTICE PLAN FORMAT

DATE: SESSION NUMBER: TIME: VENUE:

MAIN OBJECTIVES OF THE SESSION:

REQUIREMENTS - EQUIPMENT and FACILITIES:

SESSION OUTLINE: 1. INTRODUCTION:

2. WARM UP:

3. TYPE OF SESSION:

4. COOL DOWN:

5. CONCLUSION:

EVALUATION:

34

APPENDIX 2

SAMPLE ALTERNATIVE PRACTICE PLAN FORMAT

DATE: SESSION:

OBJECTIVES:

1. 2. 3. 4. 5.

WARM-UP:

1. 2. 3. 4. 5.

SKILL DEVELOPMENT:

GROUP 1 GROUP 2 1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

CONCLUDING ACTIVITY:

1. 2. 3. 4. 5.

35

APPENDIX 3

EXAMPLE ALTERNATIVE PRACTICE PLAN

DATE: Thursday, October 22 SESSION: 7

OBJECTIVES:

1. Batsman Mental net - game scenario 2. Batsman Starting an innings - getting off the mark 3. Batsman - Stump awareness - for batsmen to know where their off stump is 4. Bowlers - To adjust to game scenario 5. Bowlers - To bowl line and length 6. Batsmen and bowlers develop game plans

WARM-UP:

1. Stretching 2. Warm-up game [Attackers v Defenders] 3. Speed work multi-directional speed and agility running 4. Discuss objectives and requirements of net session

SKILL DEVELOPMENT:

GROUP 1 Net 1 [Group of 6] GROUP 2 Net 2 [Group of 6]

MENTAL NET GAME SCENARIO 5 wickets down need to score 40 runs in

6 overs Batsmen to their develop game plan and

bowlers their develop game plan Bowlers focus is to bowl full and adjust to

situation Coach to call 1,2,3 or 4 runs - no

boundaries batsmen to run all the runs

[Batsmen to bat in pairs and rotate nets after 10 minutes]

STARTING AN INNINGS Batsman has 6 balls to get off the mark,

if dismissed batsmen rotate

STUMP AWARENESS Bowlers to work on line and length, and

deliver as many balls as possible without the batsman being able to just let the ball go. Batsman only to play when the ball is straight

Running between the wickets- batsmen must only run when they hit the ball. Coach to call 1,2,3 or 4 runs

[Batsmen to bat in pairs and rotate nets after 10 minutes]

CONCLUDING ACTIVITY:

1. Discuss how batsmen handled different situations. Give feedback and help if needed 2. Discuss how bowlers adjust to different situations 3. Running between the wickets needs attention - the way of running and turning is not

effective 4. Cool down activity - stretching

36

APPENDIX 4

WARM-UPS: PRACTICES AND MATCHES

PRACTICE SESSION WARM-UP

DURATION: 10 minutes ACTIVITIES: [One or more of the following]

1. Grid running, with or without balls 2. Multi-directional running eg, sideways, backwards, changing direction quickly, butt

kicks, high knee raising 3. Competitive game involving fielding or running between wicket activities eg. running

and turning relays, crossovers, cricket soccer using a ball, frisbee, vortex or golf ball 4. Stretching [see inset Physical Preparation]

NB: There are two main types of stretching activities STATIC and DYNAMIC STATIC STRETCHING involves placing a muscle in its most lengthened

position and holding it for at least 30 seconds DYNAMIC STRETCHING involves stretching movements performed at

gradually increased speed

PRE-MATCH PREPARATION INCLUDING WARM-UPS

A. SCHOOL DURATION: 30-50 minutes ACTIVITIES: 5 minutes Pre-match comments 15 minutes Warm-ups jogging, grid running, static stretching in pairs 15 minutes Competitive game eg. underarm soccer [5 minutes], dynamic stretching [5 minutes], attacking fielding eg. target throwing and backing up [5 minutes] TOSS 15 minutes Depending on toss personal skill specific preparation batting v bowling/fielding

B. CLUB DURATION: 40-50 minutes ACTIVITIES: 10 minutes Fielding drills 10 minutes Warm-ups jogging and multi-directional running, grid running, static or dynamic stretching 5 minutes Competitive game 15 minutes Skill specific preparation in groups batting [throwdowns] and bowling [target bowling] TOSS 10 minutes Team talk, personal preparation

C. ADVANCED CLUB DURATION: 60-75 minutes ACTIVITIES: 10 minutes High intensity competitive game all involved two teams 15 minutes Warm-ups jogging with balls [throwing and catching], static and

dynamic stretching, 20 metre stride throughs eg. sideways, backwards, crossovers, butt kicks, high knee raising, interval sprints

DRINKS BREAK

37

5 minutes Competitive game 20 minutes Fielding drills in groups throwing, catching, stopping, retrieving and use of running ladder, cones or skipping ropes to get the feet moving 15 minutes Skill specific preparation in groups batting [throwdowns underarm /overarm] and bowling [target bowling] TOSS 10 minutes Team talk to refresh game plan, personal preparation

KEYS TO EFFECTIVE WARM-UPS

Planned structure Familiarity by

players with team and individual preparation routines

Commitment Competitive,

organised environment

Flexibility Varied and

challenging activities to maintain interest and enthusiasm

PHYSICAL PREPARATION

An excellent set of resources you can use to assist properly prepare your players for a practice session or a match and reduce their risk of injury is SPORTSMART, the ACCs 10 point plan for sports injury prevention. The plan includes succinct accounts on each of the following: screening, warm-up, cool-down and stretch, physical conditioning, technique, fair play, protective equipment, hydration and nutrition, injury reporting, environment and injury management.

While these resources can be obtained directly from your local ACC or they can also be downloaded from the following website:

www.sportsmart.org.nz

Click on Warm-Up, Cool-Down and Stretch to find some very good information on WARMING UP, COOLING DOWN, and STATIC and DYNAMIC STRETCHING DRILLS.

38

APPENDIX 5

SKILL DEVELOPMENT POSSIBLE SKILL DRILLS

COACHING A CRICKET TEAM - BATTING SET UP FRONT FOOT

DEFENCE BACK FOOT

DEFENCE FRONT FOOT

DRIVE BACK FOOT

DRIVE PULL SHOT HOOK SHOT RUNNING

BETWEEN WICKETS

APPROACH TO BATTING

KPIs

Grip

Stance

Guard

Backswing

Rolled ball, bounced ball, and underarm or overarm throw front foot defence

Watching the ball

Play or leave judging the line

Soft hands

Underarm or overarm throw back foot defence

Judging length

Play or leave judging the line

Soft hands

Stationary ball front foot drive

Drop or lob front foot drive

Rolled ball, bounced ball, and underarm or overarm throw front foot drive

Stationary ball back foot drive

Underarm lob back foot drive

Bounced ball, and underarm or overarm throw back foot drive

Stationary ball pull shot

Underarm lob pull shot

Bounced ball pull shot

Stationary ball cut shot

Underarm lob cut shot

Bounced ball cut shot

Sliding and turning

Calling

Running hard

Judgement of runs soft hands

Concentration

Batting plan

Building an innings

Partnerships

Batting outcomes

Batting strokes runs and direction

COACHING A CRICKET TEAM - BOWLING COACHING A CRICKET TEAM FIELDING and WICKETKEEPING BOWLING ACTION

SWING BOWLING

SPIN BOWLING

APPROACH TO BOWLING

KPIs GROUND FIELDING

UNDERARM THROWING

OVERARM THROWING

CLOSE CATCHING

MIDFIELD and

OUTFIELD CATCHING

APPROACH TO FIELDING

GLOVEWORK FOOTWORK

Grip

Developing the action

Walk up and bowl

The jump and take-off

Run up and bowl

Bowling for direction [line] and distance [length]

Grip - outswing and/or inswing

Keeping the seam upright

Swing the ball

Target bowling

Grip - offspin and/or legspin

Spinning the ball

Target bowling

Concentration

Bowling Plan

Bowling line

Bowling length

Bowling outcomes

Moving in and attacking the ball

Defensive fielding the long barrier

Retrieving the ball

Backing up

Pick up and underarm throw

Intercept and underarm throw to the wicket keeper

Underarm run out throws

Wall target throwing

Line throwing

Pick up and throw

Target throwing

Close pairs catching

Close threes catching

Turn around catching

Distraction catching

Slip catching

Pairs catching

Side to side catching

Grid catching

Tennis catching

Attitude

Concentration

Fielding game plan

Communication

Basic catching

Simultaneous pairs catching

Bounce catching

Bat rebound catching

Overhead catching

Basic sideways movement and catching

Taking the ball standing up

Take the ball standing back

Moving up to the stumps